Teacher- and peer-scaffolding behaviors: effects on EFL students' writing improvement

A. Mehdi Riazi, Malihe Rezaii

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Abstract

This paper reports a study conducted within the sociocultural framework and aimed at investigating the effect of scaffolding on EFL students’ writing ability. The study intended to find out whether teacher- or peer-scaffolding was more successful in helping students improve their English texts. To this end, two groups of university students who enrolled in general English course were provided with teacher- and peer-scaffolding in the process of revising their writings. Pre- and post-writing tasks were collected from the students to check their writing improvement. Results of t-tests showed that teacher scaffolding appeared to be more successful on improving students' writing in this particular EFL context. It was also found that both the teacher and peers used many different scaffolding behaviors; however, the teacher used more such behaviors in mediating students’ writing. Findings of the study contribute to the present literature on scaffolding studies as well as ESL writing instruction.

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title = "Teacher- and peer-scaffolding behaviors: effects on EFL students' writing improvement",
abstract = "This paper reports a study conducted within the sociocultural framework and aimed at investigating the effect of scaffolding on EFL students’ writing ability. The study intended to find out whether teacher- or peer-scaffolding was more successful in helping students improve their English texts. To this end, two groups of university students who enrolled in general English course were provided with teacher- and peer-scaffolding in the process of revising their writings. Pre- and post-writing tasks were collected from the students to check their writing improvement. Results of t-tests showed that teacher scaffolding appeared to be more successful on improving students' writing in this particular EFL context. It was also found that both the teacher and peers used many different scaffolding behaviors; however, the teacher used more such behaviors in mediating students’ writing. Findings of the study contribute to the present literature on scaffolding studies as well as ESL writing instruction.",
author = "Riazi, {A. Mehdi} and Malihe Rezaii",
year = "2011",
language = "English",
pages = "55--63",
journal = "CLESOL 2010 : proceedings of the 12th National Conference for Community Languages and ESOL",
issn = "2230-5831",
publisher = "TESOLANZ",

}

Teacher- and peer-scaffolding behaviors : effects on EFL students' writing improvement. / Riazi, A. Mehdi; Rezaii, Malihe.

In: CLESOL 2010 : proceedings of the 12th National Conference for Community Languages and ESOL, 2011, p. 55-63.

Research output: Contribution to journalConference paperResearchpeer-review

TY - JOUR

T1 - Teacher- and peer-scaffolding behaviors

T2 - CLESOL 2010 : proceedings of the 12th National Conference for Community Languages and ESOL

AU - Riazi, A. Mehdi

AU - Rezaii, Malihe

PY - 2011

Y1 - 2011

N2 - This paper reports a study conducted within the sociocultural framework and aimed at investigating the effect of scaffolding on EFL students’ writing ability. The study intended to find out whether teacher- or peer-scaffolding was more successful in helping students improve their English texts. To this end, two groups of university students who enrolled in general English course were provided with teacher- and peer-scaffolding in the process of revising their writings. Pre- and post-writing tasks were collected from the students to check their writing improvement. Results of t-tests showed that teacher scaffolding appeared to be more successful on improving students' writing in this particular EFL context. It was also found that both the teacher and peers used many different scaffolding behaviors; however, the teacher used more such behaviors in mediating students’ writing. Findings of the study contribute to the present literature on scaffolding studies as well as ESL writing instruction.

AB - This paper reports a study conducted within the sociocultural framework and aimed at investigating the effect of scaffolding on EFL students’ writing ability. The study intended to find out whether teacher- or peer-scaffolding was more successful in helping students improve their English texts. To this end, two groups of university students who enrolled in general English course were provided with teacher- and peer-scaffolding in the process of revising their writings. Pre- and post-writing tasks were collected from the students to check their writing improvement. Results of t-tests showed that teacher scaffolding appeared to be more successful on improving students' writing in this particular EFL context. It was also found that both the teacher and peers used many different scaffolding behaviors; however, the teacher used more such behaviors in mediating students’ writing. Findings of the study contribute to the present literature on scaffolding studies as well as ESL writing instruction.

M3 - Conference paper

SP - 55

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JO - CLESOL 2010 : proceedings of the 12th National Conference for Community Languages and ESOL

JF - CLESOL 2010 : proceedings of the 12th National Conference for Community Languages and ESOL

SN - 2230-5831

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